მორალური პასუხისმგებლობის ცნება განათლების ფილოსოფიაში
| creativework.keywords | განათლება, მორალური პასუხისმგებლობა, კატეგორიული იმპერატივი, education, moral responsibility, categorical imperative | |
| dc.contributor.author | სილაგაძე, მარი / Silagadze, Mari | |
| dc.date.accessioned | 2024-07-16T07:32:38Z | |
| dc.date.available | 2024-07-16T07:32:38Z | |
| dc.date.issued | 2024-02-14 | |
| dc.description.abstract | The concept of moral responsibility in the philosophy of education is a multifaceted subject and its content allows us to answer the question: How do we have to shape the future of society? The answer to this question in the field of philosophy of education sounds like the following Imperative: We have to shape the future of society through the cultivation of morally responsible individuals. John Dewey, a seminal figure in educational philosophy, argued that “Education is not preparation for life; education is life itself”. This perspective underscores the intrinsic role of education in shaping moral character, not just imparting knowledge. Dewey’s vision of education as a continuous reconstructive process reflects the dynamic nature of moral responsibility, highlighting the role of schools in fostering ethical awareness and critical thinking. Immanuel Kant’s categorical imperative, “Act only according to that maxim whereby you can at the same time will that it should become a universal law.” can be used as a foundational principle for moral education. Kant’s emphasis on universal moral laws aligns with the goal of education to instill a sense of universal responsibility and ethical reasoning in students. Paulo Freire, in his critical pedagogy, stressed the importance of education in liberating the oppressed. He asserted that education either functions as an instrument to facilitate the integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom. Freire’s perspective places moral responsibility not only in the content taught but also in the teaching approach, advocating for an education that empowers students to challenge and change unjust societal structures. The philosophy of education shows a constant longing for the idea of moral responsibility and tries to balance the complex relationship that exists between individual development and social norms. This thesis posits that effective education systems must not only transmit knowledge but also that an ideal of education is to ensure that our progeny develop into critical thinkers: children should grow into agents who can assess beliefs, desires, actions, reasons, and other pertinent psychological elements based on appropriate evaluative standards; they should be disposed to such evaluation and motivated by good reasons in belief-formation and action. The insights of Dewey, Kant, and Freire provide invaluable frameworks for proper understanding and effective implementation of moral responsibility in educational contexts. | |
| dc.identifier.citation | თბილისის უნივერსიტეტის დაარსებისადმი მიძღვნილი სამეცნიერო კონფერენცია. თსუ 106, თეზისები, 2024, გვ.: 91-94 / Scientific conference dedicated to the foundation of Tbilisi University. TSU 106, Abstracts, 2024, pp.: 91-94 | |
| dc.identifier.uri | https://dspace.tsu.ge/handle/123456789/2493 | |
| dc.language.iso | other | |
| dc.publisher | ივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტის გამომცემლობა | |
| dc.title | მორალური პასუხისმგებლობის ცნება განათლების ფილოსოფიაში | |
| dc.title.alternative | The Concept of Moral Responsibility in the Philosophy of Education | |
| dc.type | Thesis |